Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
of English (28.25) and other European languages more important than Georgian for their children (i.e.
more distant future than their lifespan). However, it is a fact that only 27 % of respondents name
Georgian language;
� Respondents are sure that citizens of Georgia should fluently master state language (in our
case - Georgian) or at least know it at elementary level. According to the opinion of the respondents,
young generation knows Georgian better that representatives of the middle and elderly generations.
However, the readiness and desire to study Georgian is conspicuous in all categories of the
respondents (50.7 % plans to study Georgian; 23.9 % wants to, but does not know how they will manage
to study);
� As regards the issues of Georgian language teaching in non-Georgian speaking schools (Armenian
and Azeri sectors), the situation is as follows:
� One third of the interviewed thinks that school teaching is sufficient for Georgian language
study; however, 41 % of the pupils have opposite opinion and 43.1 % of parents are partially satisfied
with school teaching (especially, teachers of Armenian schools);
� As regards textbooks, assessment of Georgian language teachers and number of hours for
Georgian language study, the opinion of respondents is undoubtedly positive;
� It is prominent that the politics implemented by the state in the recent period has been effective
and the interest towards learning Georgian language has increased. Respondents see the opportunities
to study Georgian language outside schools through Georgian media, acquaintance with Georgian
literature and relationships with friends or colleagues.
The research shows that at present the motivation to study Georgian as state language is more instrumental
in nature (especially among the parents). State politics aim at the above too, although Georgian educational
system and existing resources do not facilitate the children speaking minority languages with the opportunity
of full development of their potential yet. It could result in decrease of instrumental motivation towards Georgian
and shift of interest on other languages (i.e. English, German, Turkish, Greek and/or Chinese), the
knowledge of which would offer more opportunities in employment and welfare of the non-Georgian speaking
population. Such threat is fairly real and our interviews distinctly showed it. We think more attention should
be paid to the development of integration oriented motivation (and not only among the representatives of language
minorities).
The motif of integration into a culture or society occurs when a person is convinced that he/she is accepted
into the society as he/she is with his/her language, appearance, history, traditions and values. The second
language becomes the means not only to become acquainted with the people speaking the language and
their culture, but the opportunity to share own experience and native culture. The curriculums of Georgian
schools should more intensively reflect the role and share in the development of state of ethnical groups living
in our country – integration is a bi-lateral process, after all.
REFERENCES
Aptarashvili, I., 2010, Psychological Factors of Second Language Learning in School Environment, scientific-educational
magazine “Bilingual Education”, #2, 2010, p. 2-11
Gardner N., 2006, Review of Institutional Models with Focus on Bilingual Education, CIMERA conference
material, Tbilisi, 2 March 2006, p. 132-150
Gardner R.CCC.,& Lambert W.E. 1972, Attitudes and Motivation in Second Language Learning. RoWley,
Mass.: Newbery House
Kharshiladze, M., Kerdzaia, T., Berekashvili, N., Uturgaidze, M., 2009, Linguistic Diversity and Language
Problems in Georgia, coll. “Psychology” XXI, Tbilisi, 2009, p. 163-172
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